By showing their students how to reduce orbital elements and a time to a state vector, and then go back the other way, with a couple of pages of equations and text? Doesn't that leave the teacher free to pursue other things while his students quickly apprehend the material he would otherwise have to spend six weeks or so pounding into their heads?
When we show the kids how to generate an ephemeris for the sky position of an asteroid, that's helpful to the astronomy professor, right? And when, in a somewhat more lengthy answer, we reduce the determination of an orbit from three observations with the method Gauss to a "cookbook" procedure, the teacher should be overjoyed because of the time we've saved him. Yes?
Is there any reason for why astronomy professors in general would be annoyed at us?
When we show the kids how to generate an ephemeris for the sky position of an asteroid, that's helpful to the astronomy professor, right? And when, in a somewhat more lengthy answer, we reduce the determination of an orbit from three observations with the method Gauss to a "cookbook" procedure, the teacher should be overjoyed because of the time we've saved him. Yes?
Is there any reason for why astronomy professors in general would be annoyed at us?